Formação do leitor na perspectiva do Letramento Crítico: o potencial das tiras cômicas como estímulo à emancipação em sala de aula

• Ano de defesa: 2018
• Autor(a) principal: Silva, Carlos Eduardo Ferreira da
• Orientador(a): Oliveira, Marcia Lisboa Costa de
• Banca de defesa: Barros, Adriana Lúcia de Escobar Chaves de , Coelho, Victoria Wilson da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras, Mestrado Profissional (PROFLETRAS)
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Letramentos críticos; Emancipação; Tiras cômicas; Proposta pedagógica
• Palavras-chave em Inglês: Critical literacy; Emancipation; Comic strips; Pedagogical proposal
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/14516

This research, from a critical perspective, proposes a discussion about the potential of comic strips in school context. Based on the concept of literacy as a social practice (STREET, 2014) and using the socially critical action research methodology (TRIPP, 1990, ZEICHNER, 2009), we developed reflections about contemporary ways of life characterized by local diversity, global connectivity and social inequality. We also discussed a culturally sensitive pedagogical approach in opposition to a concept of education that has served to the maintenance of exclusion, searching for a more democratic, ethical and critical scholastic experience that offers better opportunities for each student, aiming at social justice (ARROYO, 2014; COPE, KALANTZIS, 2000; DINIZ-PEREIRA; ZEICHNER, 2008; FREIRE, 1996; SIBILIA, 2012). Thus, guided by assumptions of the Contemporary Studies of Literacy and focusing the multiliteracies and the critical literacy (COPE, KALANTZIS, 2000, 2012; ROJO, 2012), we reflected about the scholastic context, the pedagogical practice, literacy and discursive genres (BAKHTIN, 2003). We also investigated the structural, thematic and stylistic characteristics of the comic strips in order to formulate a proposal of portuguese language teaching in which texts of this genre could contribute to the process of readers development, in such a way that students could go through different texts (multimodals) and discourses, realizing wich voices and interests are served and which ones are silenced.